Sentences with phrase «individual teacher moves»

The same approach might work in education: it could be that individual teacher moves by themselves can not create measurable year - end achievement gains in students, but combining many together can.

Not exact matches

The teacher decides which picture the students need to understand, then they move together into action on it according the pace of the student's individual and the class's collective rhythm.

They can more carefully reflect on the teacher moves they use for individuals and classes.

Some decisions were easy: to provide a program from 7th grade through graduation; to move students through the program on an individual basis; to ask our teachers to be well educated, but to act more as generalists than specialists; to keep teachers» student loads down, and to offer advisories instead of more formal and distant «guidance counseling»; to offer only one foreign language, but to expect all to learn it; to put our money into more adults, some of them young adults, rather than into high rents or new furniture.

Here's a process along with a few starter ideas to move you in the right direction, whether you're an individual teacher or thinking about this on a campus - wide scale.

At Birkwood we are all thrilled that the online CPD Training portal targets the individual need of each teacher to an appropriate level and moves them steadily on to the next.

And it's the teacher's job to understand how the sequence is embodied in the materials and how and when individual children might move through the sequence.

Voice of Experience: Professional Development: Following Your Own Lead As schools move full - tilt towards a professional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individual teachers.

Recommendations for states, districts, and individual schools include improved teacher training, support for e-learning and virtual schools, stronger technology leadership, a move toward more digital content and away from reliance on textbooks, better use of broadband, and integration of data systems for such uses as online testing, understanding relationships between decisions, allocation of resources and student achievement, and tailoring instruction to individual students.

State testing and accountability are aimed at schools, not individual student learning, and reports are released once a year, after students have moved on to other teachers.

When students are working together in teams where they feel secure their individual contributions will be recognized and assessed, the teacher has the freedom to move about working more as a facilitator and less as a «sage on the stage.»

The row involves West Dunbartonshire council's move to cut the number of principal teachers of individual subjects in the area's five secondary schools and replace them with «faculty heads» whose roles cover a range of subjects.

Moving any individual, organization, or society from excellence to eminence is no job for ordinary people; it takes a teacher!

Thus we can see how individual students perform on nationally normed exams as they move from «tough» to «easy» grading teachers and vice versa.

Christodoulou, who used to be head of assessment at Ark Schools before moving to her new post this summer, said the purpose of the tests was to give teachers a way to measure the «absolute» progress of their individual pupils over the year — rather than be stuck with their «relative» progress against the rest of the nation as shown by the government's headline progress measures.

What's risky is moving from a complicated statistical model to estimating the discrete effect of individual teachers, precisely the leap of faith being made by The Times.

The move to train more teachers in schools rather than university has created a supply of staff for those individual schools where trainees are learning their craft.

Having a general idea of the patterns that we are spotting in our data sets can help us as individual teachers to improve our practice, but until we have specific lists detailing which students have mastered the essentials and which students are struggling to master the essentials, it is impossible to move forward in a systematic way.

In the end, though, it is up to you, the individual teacher, to become the instructional artist, to choose the approach or combination of approaches that will best move your students toward proficiency and joy in word study.

Although some students will move over the summer and during the school year, teachers and students still benefit from reviewing data in the spring and implementing new practices in the fall because this type of data review focuses on teaching activities that affect all students, not individuals.

We should be moving towards a model such as in Finland where teacher education is taken seriously and not considered something which individual heads can confer after a short period of on - the - job practice.

Some choose individual units or lessons within classrooms where students can move at their own pace, with a teacher serving as a facilitator.

The lesson of the NRC - NAEd report is that even though value - added methodologies offer a number of advantages over other approaches that consider test - score data in a vacuum, policymakers need to move carefully in adopting any approach — value - added or otherwise — in making important decisions about individual teachers.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

«We are now moving to a system of testing that is clear, consistent and rigorous and will help teachers to identify learners» individual strengths and weaknesses and intervene earlier if they feel a learner is falling behind.»

Moving from test - based accountability for schools to test - based accountability for individual teachers, using a value - added, methodology, is very problematic.

Although written cases and analyses of student work samples would achieve similar goals as video analyses, images of classroom lessons provide unique opportunities for novice teachers to see in action how more experienced colleagues make space for student thinking to become visible, probe student thinking to move learning forward, engage students in classroom discourse and learn about students» individual ideas while they teach.

According to the Bureau of the Census, people between the ages of 20 and 29 move 16 percent more within a given year than individuals who are age 30 and older.22 To attract and retain young professionals into the teaching profession, the teacher licensure system must be brought into the 21st century to meet the demands of a more mobile population.

I think Utah's broad recognition of microcredentials would provide the needed structure for teachers to advance and move up in the system, to not only clarify specific titles for individuals but to also justify monetary compensation for added responsibilities.

I would argue that if the goal is to provide more instruction that taps into students» individual needs and personal interests, then school and district leaders should focus on doing specific things that might actually move the needle, such as making sure: 1) that teachers know their students well; 2) that they assess student learning carefully; 3) that they provide students with rich and diverse materials in a range of media, and 4) that student and teacher assignments are flexible.

New York City released, for the first time, in February a list of individual ratings of thousands of the city's schoolteachers — a move that concluded a lengthy legal battle waged by the local teachers union and media.

We sought to develop an approach that gives teachers and school leaders the tools to redesign — to reimagine — their teaching and learning practices, to move to a model of education that is centered on the individual learner, and tailored to the unique needs, strengths and interests of each one.